Mavis Odei Boateng is currently a Ph.D. student at the University of Windsor, School of Social Work. Since 2016, Mavis has served as a student representative on various administrative committees at the University of Windsor. She has tremendous experience in students’ governance. Recently, she co-founded the MSW Peer Mentorship Program at the School of Social Work, University of Windsor. Her research interests include student development, social work education, mental health, and peer mentorship. As part of her Ph.D. dissertation, she is interested in examining peer mentorship in social work education in Ontario, Canada.
Debra Hernandez-Jozefowicz University of Windsor
Dr. Debra Jozafowicz is an associate professor at the School of Social Work. She is currently Mavis Odei Boateng's PhD supervisor. She has studied the relation of multiple social categories to adolescent and young adult development using both quantitative and qualitative methods. She is interested in the effects of race, ethnicity, gender, poverty, social class, and sexual orientation on adolescent and young adult identities, mental health, educational and occupational attainments. Dr. Hernandez Jozefowicz is also interested in the effects of peers, families, schools and service agencies on outcomes, particularly for groups considered to be at-risk. This includes dropout, homeless, foster care, abused, and special needs adolescents and young adults.
Kevin Gorey University of Windsor
KEVIN GOREY, an epidemiologist and social worker, has primarily studied the effects of key social resources such as health care and education on the health of Canadian and American populations. His work won a Canadian Institutes of Health Research (CIHR) career investigator award as well as an Ontario Premier’s research excellence award. He has worked with practitioners, social and biomedical scientists as well as with grassroots and legislative knowledge users to advance understandings of the social forces that shape the health of Canadians and Americans.
In this poster, we present results of a systematic review and meta-analysis of formal and informal peer mentoring programs and their effect on first-year university students. Research literature were accessed from multiple search engines including ProQuest’s Social Service Abstracts, Social Work abstracts, CINAHL, ERIC, Education Source, and Google Scholar for the period January 1, 2008 to October 31, 2018. A total of 10 articles were included in the final analysis; this consisted of nine formal mentoring studies and one that focused on informal mentoring. Research synthesis and meta-analysis results of Cohen’s d and U3 showed that formal and informal peer mentoring had a significant effect on psychosocial well-being, academic performance, and university community integration for first-year students. Formal mentoring was found to be more effective as it was more structured, funded, and regulated by universities. Theoretical and policy implications are discussed.
Objective: 1) To facilitate crucial conversations in teaching and learning on formal and informal peer mentoring for university students; 2) to discuss with participants the differences between formal and informal peer mentoring and its relevance to the university community; and 3) to present results of a systematic review and meta-analysis of peer mentoring programs and their effect on first-year university students